Recent philosophical research on injustice, race, and the ideal of racial integration. EDUC 216. Professional and Leadership Development for Frosh. A wide range of individuals engage with d.school, both at Stanford and beyond. The course will focus on your personal journey to develop or judge an instrument on something that is important for you. At the end of this course we hope you are equip with skills to approach your personal and professional relationships with more awareness, intention, and empathy. Students must qualify and apply for candidacy by the end of their second year of study and should obtain information about procedures and requirements during their first year from the Assistant Director of Degree Programs, located in Barnum 136. The Future of Information. Economic Support Seminar for Education and Economic Development. EDUC 260A. Same as: ANTHRO 320A, CSRE 389A, LINGUIST 253. Students should note that admission to the doctoral program does not constitute admission to candidacy for the degree. 4 Units. EDUC 136. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. This is a Cardinal Course, or community engaged learning course. Several University-wide graduate fellowship programs are administered by VPGE. History of Higher Education in the U.S.. 3-5 Units. 1-3 Unit. In this course, you will learn how to analyze and critique education policies. Individual training, group exercises, role play, and videotape practice. Contact instructor for details. The Practicum provides the design foundation for EDUC 211 / CS 402 L, a hands-on lab focused on introductory prototyping and the fabrication of incipient interactive, educational technologies. EDUC 170. Same as: EDUC 429S, NATIVEAM 119S. EDUC 417. Same as: HISTORY 258E. First Year Reflections Seminar. There will be a focus on educational issues. Same as: EDUC 296. This course takes an interdisciplinary approach to questions that lie at the intersection of religion, popular culture, and education. Applied Research Methods in ICE III: Data Collection and Analysis. In this course and public seminar, designed to foster new forms of collaboration and innovation, we will engage these questions through a series of invited conversations with a broad range of stakeholders including researchers, educators, and industry representatives. EDUC 250A. A fundamental question we'll explore in this course is how educators and technologists can collaborate to improve equity and access to education by leveraging the massive impact technology solutions can provide. We will review different theoretical frameworks and empirical models that researchers employ to identify factors and processes that are associated with resilient or maladaptive developmental outcomes and trajectories over time. nnThis seminar will examine some of the emerging general themes of innovative policy implementation and look at a range of case studies. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Same as: EDUC 220C, SOC 130, SOC 230. We examine counterstories in contemporary literature and media, examine the theory and craft behind them, and create original counterstories. Literacy acquisition as a developmental and educational process. Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. EDUC 280. As students, parents, and teachers adapt to the dynamic nature of the current crisis, so too must our models of teaching and learning. Students may enroll for a total of up to eight (8) units across Winter and Spring quarters. How to disentangle home, community, and school instruction from development. EDUC 329. 1 Unit. EDUC 209B focuses on building career skills and exposing students to a range of education research, policy, and practice and begins helping students conceptualize and frame their Spring POLS Project. This service-learning course presents the experience of learning to read and write through the eyes of a child. Same as: CS 402. As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. The Stanford University School of Medicine designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s) TM. Adolescent Development and Mentoring in the Urban Context. EDUC 204. In the second part of the class, students will present and receive feedback on their own ongoing and/or future intervention research. We will discuss the texts, understand their ideas, and apply them to making grounded contributions to contemporary debates, policy direction, and strategic plans. EDUC 377H. This program enables qualified undergraduates at Stanford to extend the learning in their major field of study by pursuing education courses and undertaking a Applied Research Methods in International and Comparative Education II: Master's Paper Proposal. Same as: ME 268. EDUC 100C. Each week will feature a speaker from a different sector in education including school administration, arts education, information technology, special education, international development, student affairs, education consulting, and education policy. Conversations, social relationships and social networks are the core features of social life. (No prior prototyping experience required.) In all discussions, we will call attention to the vast inequities that exist in our current education system. The seminar will draw heavily on scholarship in (linguistic) anthropology, sociolinguistics and education. Having a system of collective accountability supports overall support and engagement. EDUC 355. STEP elementary only. Various computing customs accommodated. The field of global Hip Hop studies has emerged as scholars around the world grapple with what is arguably the most profound cultural, musical, and linguistic youth movement of the early 21st century. This course will focus on social science engagement with developments in genetic research, focusing on two key issues. EDUC 9. How to integrate learning principles into the design of spaces and develop a rubric to assess the impact on learning. Prerequisites: CS229, CS231N, CS234 (or equivalent). EDUC 348. We discuss the role government and non-government agencies have (or should have) in making and evaluating education policies. Graduate Research Workshop on Psychological Interventions. The social science literature on organizations assessed through consideration of the major theoretical traditions and lines of research predominant in the field. 2-4 Units. Same as: CSRE 181, EDUC 181. 3-4 Units. Emphasis is on the development of students' abilities to make cross-national and historical comparisons of educational phenomena. Credit Designation. (Same as GSBGEN 581) A philanthropist is anyone who gives anything-time, expertise, networks, credibility, influence, dollars, experience-in any amount to create a better world. Causal Inference in Quantitative Educational and Social Science Research. Developmental and Psychological Sciences (DAPS), International Comparative Education (SHIPS), Learning Sciences and Technology Design (CTE, DAPS, SHIPS), Literacy, Language, and English Education (CTE), Race, Inequality, and Language in Education (CTE, DAPS, SHIPS). Same as: EDUC 270. 3 Units. Prerequisite: satisfactory completion of a course in multivariate regression. EDUC 209B. Same as: AMSTUD 279X, HISTORY 288D, JEWISHST 297X, RELIGST 279X. EDUC 195A. 3 Units. Leadership models and organizational concepts. Same as: CSRE 116, CSRE 302, EDUC 286, NATIVEAM 116. Minimum of one meeting per quarter each with the LDT Program Director, faculty advisor, and each of the LDT program assistants. For Stanford undergraduate and graduate students, we offer interdisciplinary elective classes to complement students' primary fields of study. Review the Student Budget to gain an understanding of standard student expenses and develop your budget plan. Origins and Legacies of Educational Progressivism: A Community Engaged Learning Course. Leading Change in Schools. maintain timely communication with advisees; set and consistently honor professional commitment and meetings in a timely manner; facilitate graduate students’ timely academic progress toward degree completion; model appropriate interaction with students, staff, and faculty. Powerful Ideas for Learning Sciences and Technology Design: Distributed Intel & Installation Theory. Recent influential scholarship in philosophy of education. Additional course information at http://www.designingyourstanford.org. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits. Throughout the course, we will discuss limitations of current research, directions for future research, and the translation of research findings for practitioners and policy makers. EDUC 117. Learning & Teaching of Science. 16 units required for completion of the program. Practical topics include lesson planning and new technologies to address challenges of distance learning. EDUC 177B. The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All courses must be taken at Stanford University. We will examine contemporary leaders and controversies in education and elsewhere, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. EDUC 192A. EDUC 439. Scaffolds applied research for POLS field projects. EDUC 199A. 1-3 Unit. The logic of scientific inquiry in education, including identification of research questions, selection of qualitative or quantitative research methods, design of research studies, measurement, and collection, analysis and interpretation of evidence. Literacy Development and Instruction. Stanford undergraduates who enroll in STEP through the coterminal program must complete their undergraduate coursework and have their bachelor's degree conferred prior to beginning in the STEP year. These are the top schools for graduate programs … nParticipants in this seminar-cipher will be engaged in critical discussions around a particular constellation of concerns: Hip Hop Cultures, youth identities, the politics of language, race, and ethnicity, and the simultaneous processes of globalization and localization. 4-5 Units. We will partner with TeachAids, an international nonprofit, on the curriculum development. Studio-based, participatory, and user-centered development of casual learning technologies is explored, using the Apple iPhone as a prototype platform. Prerequisite: experience working with American Indian communities. Policy, Organization, and Leadership Studies Seminar. Everyone seems to have an opinion about the American educational landscape. The Economics of Higher Education. 3-5 Units. Using Indigenous and decolonizing perspectives on education, this interdisciplinary course will examine interaction and language in cross-cultural educational situations, including language, literacy and interethnic communication as they relate to Indigenous American classrooms. Students in this course will develop the basic conceptual and technical knowledge about assessment development and evaluation in the context of instructional units. Same as: HISTORY 337C. The lead advisor, a support advisor, and a student mentor serve the role of assisting students in their matriculation into graduate study. Nonprofits, Philanthropy & Society. Managing to Outcomes in Education and Other Sectors. How the context of school and its relationship to other major context developments (family, peer group, and neighborhood) influence the social, emotional, and cognitive development of secondary school-aged youths. consult University and school policies and handbooks for students; fulfill the expectations of policies and requirements, seeking clarification from faculty advisors and staff when necessary. News. EDUC 343C. Particular attention is given to the Culture of Poverty controversies of the 1960s and their recent emergence. Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms. EDUC 137. Limited to seniors approved by their departments for honors thesis and admitted to the year-round Public Service Scholars Program sponsored by the Haas Center for Public Service. In this seminar, we will engage with historical, legal, and sociological texts, in order to trace the complicated relationship between church and state as it has played out in and around questions of education. EDUC 98. The Role of Policy in Shaping U.S. Education: Early Childhood through High School. Students present their ideas regarding a dissertation or other research project, and prepare a short research proposal that often satisfies their second-year review. The PDF will include all information in the catalog. Accordingly, the schedule of topics each quarter will be determined by participants in the workshop to flexibly focus on current research papers and projects. 1 Unit. Supply and demand, elasticity, discount rates, rate of return analysis, utility functions, and production functions. 2-4 Units. See http://rogosateaching.com/somgen290/. EDUC 351B. QP Presentation Seminar and Symposium. Current models of parent-school collaboration and the ideology of parental involvement in schooling. EDUC 365. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities. 3 Units. This variable unit, graduate course is designed to explore intersectional analysis because intersectionality is a "method and a disposition, a heuristic and an analytic tool" (Carbado, Crenshaw, Mays, & Tomlinson, 2013, p. 11). 1-3 Unit. EDUC 209C focuses on developing the POLS Project for the Spring Forum while continuing to develop career skills and expose students to a range of education research, policy, and practice. 4 Units. 4 Units. The course project is to design an evaluation for a complex national or international program selected by the instructor. 3-4 Units. Same as: EDUC 107, SOC 107E, SOC 205. Sounding board for POLS field project development. 2-3 Units. Students will develop strategies to build community and facilitate challenging conversations while creating a safe environment for their peers to do the same. EDUC 413. Development of the school curriculum in historical context, from ancient notions rooted in religious traditions to present-day ideas about "blended curriculum," "problem-based learning," home schooling, and arguments about the contents of the Advanced Placement curriculum and recent "math wars" and "history wars." EDUC 132. At some point in their careers, the majority of educators will have English learners in their schools and classrooms. The project of critical theory is examined in light of the curricular applications that it has inspired and the scholarly implications of studying education in this seemingly critical theoretical manner. Same as: EARTHSYS 9, HUMBIO 9, PUBLPOL 74, URBANST 101. 1 Unit. 3 Units. 3 Units. An examination of the conceptual foundations that underlie moral, civic, and environmental action in contemporary society, and the social, cognitive, and motivational capacities that make possible constructive participation. EDUC 286B. Study reveals why NY teachers inflated high school exit exam scores A group of (linguistic) anthropologists from other universities will be invited to offer workshops, through which students will learn 1. how to teach semiotics in anthropology courses and 2. how to use semiotic concepts for their own research projects. Same as: CHPR 266, EPI 292, STATS 266. EDUC 387. In the seminar, students develop a concept for partnership research they want to pursue and receive coaching and guidance on forming and nurturing a partnership research project. 1-4 Unit. Theories for guiding instruction and curricular choices. This is a required course for all POLS students. Same as: AMSTUD 293, RELIGST 234X. Through state-of-the-art research and innovative partnerships with educators worldwide, the school develops knowledge, wisdom, and imagination in its diverse and talented students so they can lead efforts to improve education around the globe. Designing Research-Based Interventions to Solve Global Health Problems. From there we ask how other kinds of writing-public, academic, creative-can be informed by DJs and DJ culture. EDUC 327A. Broad cultural categorization can be overly expansive in identifying the characteristics of large groups of individuals. http://ed.stanford.edu/academics/doctoral-handbook, Undergraduate Major Unit Requirements and WIMs, Involuntary Leave of Absence and Return Policy, Main Quadrangle • Memorial Court • Oval • White Plaza, Sexual Harassment and Consensual Sexual or Romantic Relationships, Student Non-Academic Grievance Procedure, Title IX of the Education Amendments of 1972, Visitor Policy • University Statement on Privacy, School of Earth, Energy and Environmental Sciences, Emmett Interdisciplinary Program in Environment and Resources (E-IPER), Institute for Computational and Mathematical Engineering, Comparative Studies in Race and Ethnicity (CSRE), Division of Literatures, Cultures, and Languages, Russian, East European and Eurasian Studies, Stem Cell Biology and Regenerative Medicine, Master of Arts and Master of Science Degrees in Education, Stanford Teacher Education Program (STEP), Stanford Teacher Education Program Advising, History of Education in the United States, Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations, Introduction to Statistical Methods in Education, Tutoring: Seeing a Child through Literacy, Introduction to the Profession of Teaching, The Young Adult Novel: A Literature For and About Adolescents, Designing Research-Based Interventions to Solve Global Health Problems, Inglés Personal: Coaching Everyday Community English, Theory and Issues in the Study of Bilingualism, Preschool Counts: Engaging Young Children in Math, Free Speech, Academic Freedom, and Democracy, Topics in Cognition and Learning: Technology and Multitasking, Understanding Racial and Ethnic Identity Development, Psychological and Educational Resilience Among Children and Youth, Education of Immigrant Students: Psychological Perspectives, Economics of Education in the Global Economy, Funkentelechy: Technologies, Social Justice and Black Vernacular Cultures, Theory and Practice of Environmental Education, Science and Environmental Education in Informal Contexts, Child Development in Contexts of Risk and Adversity, Social, Emotional, and Personality Development, Moral, Civic, and Environmental Education, Student Development and the Study of College Impact, Race, Ethnicity, and Language: Pedagogical Possibilities, Academic Achievement of Language Minority Students, Unleashing Personal Potential: Behavioral Science and Design Thinking Applied to Self, Howard Zinn and the Quest for Historical Truth, Research and Policy on Postsecondary Access, Democracy in Crisis: Learning from the Past, Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms, World, Societal, and Educational Change: Comparative Perspectives, Writing Across Languages and Cultures: Research in Writing and Writing Instruction, Well-Being in Immigrant Children & Youth: A Service Learning Course, Gender and Education in Global and Comparative Perspectives, Using International Test Results in Educational Research, History of School Reform: Origins, Policies, Outcomes, and Explanations, Psychology and American Indian/Alaska Native Mental Health, Beyond Bits and Atoms: Designing Technological Tools, Entrepreneurship and Innovation in Education Technology Seminar, Topics in Learning and Technology: Core Mechanics for Learning, Engineering Education and Online Learning. The role of educational policy in postsecondary access. This course is intended as a graduate level seminar that provides in-depth readings and discussions, Professor Roy Pea's professional reflections, and student essay-writing on topics examined in Dr. Pea's select publications and associated influential writings. 3 Units. 1 Unit. EDUC 238. Gender and Higher Education: National and International Perspectives. (LDT). 1-3 Unit. The Graduate School of Education offers a minor and an honors program at the undergraduate level.